The Value of Libraries in Creating Literate Communities

Abstract

Schools that implement inclusive education may make it challenging for students with special needs to form friendships with their peers. To promote positive interactions with peers, an individual must possess the social skills that correspond to their age group's developmental stage. It occurs more frequently that children who lack social skills are excluded from classroom activities. The relationship between children with special needs and their social standing in inclusive classroom environments is investigated in this study. In the process of data collection, 989 students in grades four through seven participated. Three distinct social inclusion indices—friendships, peer acceptability, and group membership—form the basis of the study. Twenty-five to twenty-five percent of children with special needs have difficulty socially integrating with their classmates, according to the findings of the study. With few exceptions, sociability and social standing are not significantly correlated. This assertion, however, is untrue with regard to adolescents who are grappling with behavioral issues. Social standing is intricately linked to an individual's capacity for interpersonal interaction. Those in this specific group who desire to establish and maintain relationships with their peers, create new acquaintances, and maintain existing connections may find social skills development beneficial.

Keywords: social skills development beneficial, interpersonal interaction, Creating Literate Communities.